PROJECT Gami.Fi.Re. Fostering Financial Literacy and Career Readiness through Gamification in Vocational Education Proceedings of the Final Conference Held online on 10th June, 2025 Colophon Executor and publisher: Development and Education Centre Novo mesto (Razvojno izobraževalni center Novo mesto) Topliška cesta 2, 8000 Novo mesto, Slovenia www.ric-nm.si Organizing Committee of the Final Conference and Editorial Board: Tina Kržišnik, Development and Education Centre Novo mesto, Slovenia Belinda Lovrenčič, Development and Education Centre Novo mesto, Slovenia Gerard Pruim, Gear Up, The Netherlands Nicholas Moudouros, Emphasys Centre, Cyprus Authors of presentations: Belinda Lovrenčič, Development and Education Centre Novo mesto, Slovenia Gerard Pruim, Gear Up, The Netherlands Nicholas Moudouros, Emphasys Centre, Cyprus Mateja Prus, Grm Novo mesto – Centre for Biotechnology and Tourism, Slovenia Tadeja Arkar, Development and Education Centre Novo mesto, Slovenia Tamara Rifelj, School of Economics Novo mesto, Slovenia Elena Kannaouridou, Regional Technical and Agricultural School of Famagusta – Avgorou, Cyprus Christina Kyprianou, Regional Technical and Agricultural School of Famagusta – Avgorou, Cyprus Language review, design and proofreading: Belinda Lovrenčič, Development and Education Centre Novo mesto, Slovenia Year and place of publication: 2025, Novo mesto, Slovenia Kataložni zapis o publikaciji (CIP) pripravili v Narodni in univerzitetni knjižnici v Ljubljani COBISS.SI-ID 251224579 ISBN 978-961-6985-59-8 (PDF) --- Cataloguing in Publication (CIP) record prepared by the National and University Library in Ljubljana COBISS.SI-ID 251224579 ISBN 978-961-6985-59-8 (PDF) License: Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) https://creativecommons.org/licenses/by-nc/4.0/ Disclaimer: This publication was funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor the EACEA can be held responsible for them. Index Part I – Conceptual Foundations & Tools Foreword Tina Kržišnik, Project Coordinator, RIC Novo mesto Project Overview Full title, acronym, objectives, partners, timeline and activities Understanding Financial Literacy for VET Students – Why Alternative Approaches Are Needed Belinda Lovrenčič, RIC Novo mesto, Slovenia Toolkit in Action: Building Financial Literacy Together Gerard Pruim, Gear Up, The Netherlands Innovative Tools (Educational – Serious Video Game) for Enhancing Financial Literacy Nicholas Moudouros, Emphasys Centre, Cyprus Part II – Implementation & Practice Key Insights and the Transformative Impact of Financial Competencies on VET Mateja Prus, Grm Novo mesto – Centre for Biotechnology and Tourism, Slovenia Added Value of the Project – Opportunities for Integrating Project Results into Adult Education Tadeja Arkar, RIC Novo mesto, Slovenia Action Plan for Implementing GAMI.FI.RE. at the School of Economics Novo mesto Tamara Rifelj, School of Economics Novo mesto, Slovenia GAMI.FI.RE. in Practice: Dutch VET Schools on Financial Literacy Gerard Pruim, Gear Up, The Netherlands GAMI.FI.RE. in Practice: Cypriot VET School on Financial Literacy Elena Kannaouridou & Christina Kyprianou, Regional Technical and Agricultural School of Famagusta – Avgorou, Cyprus Conference recording PREFACE Foreword by the Project Coordinator Dear colleagues and partners, On behalf of R IC Novo mesto, the lead partner of the Gami.Fi.Re. project, it is my honour and pleasure to present the proceedings of our final conference. The Gami.Fi.Re. project – Fostering Financial Literacy and Career Readiness through Gamification in Vocational Education – was conceived as a strategic response to the growing need for enhanced financial competences and career readiness among learners in vocational education and training (VET), particularly those from vulnerable and underserved groups. Recognising the potential of gamification as an innovative pedagogical methodology, the project aimed to equip VET educators with tools that foster engagement, motivation, and deeper learning experiences — ultimately contributing to improved employability and long-term financial wellbeing. The project partnership has successfully: developed a needs-based framework for strengthening financial competences in VET, designed a gamified e-learning and assessment platform, provided targeted training for VET educators, conducted pilot testing and evaluation of the platform’s effectiveness, and promoted systemic integration of project results through stakeholder engagement and policy dialogue. This publication brings together all contributions presented at the final conference, including full abstracts and direct links to the materials shared by project partners. We also invite you to watch the full recording of the final event, which offers further insights into the project’s results, tools, and good practices. We encourage you to explore the project’s outcomes in more detail by visiting our website: www.gamifire.eu . With sincere appreciation for your engagement and support, Tina Kržišnik Project Coordinator – Gami.Fi.Re. RIC Novo mesto, Slovenia PROJECT OVERVIEW Project Name and Acronym Full Title: Fostering Financial Literacy and Career Readiness through Gamification in Vocational Education Acronym: Gami.Fi.Re. Project Objectives The Gami.Fi.Re. project aims to: Enhance financial literacy and career readiness among VET students, particularly those from vulnerable groups. Support VET educators in adopting gamification as an innovative teaching approach to improve student engagement and learning outcomes. Develop interactive tools and resources, including a serious game, a financial competence framework, and a practical toolkit for educators. Raise awareness about the importance of financial literacy for personal wellbeing and employability. Project Partners The consortium consists of four organisations from different European countries, combining diverse expertise: RAZVOJNO IZOBRAŽEVALNI CENTER NOVO MESTO (Slovenia) A & A Emphasys Interactive Solutions Ltd (Cyprus) GEAR UP (N etherlands) P RISM IMPRESA SOCIALE S.R.L. (Italy) Project Timeline and Key Activities Project Duration: September 2023 – August 2025 Key Activities: Development of the Framework of Financial Competencies for VET students. Creation of a Serious Game to upgrade financial competencies. Development of a practical Toolkit for VET educators. Implementation of pilot tests and feedback collection across partner countries. Organisation of diss emination events and campaigns to promote project results and sustainability. Conference Programme 3rd June 2025, ONLINE 01 Presentation of the Gami.Fi.Re. Project and Key Results 02 Best Practices from Project Partners 01 Presentation of the Gami.Fi.Re. Project and Key Results Author: Belinda Lovrenčič, RIC Novo mesto Slovenia 1.1 UNDERSTANDING FINANCIAL LITERACY FOR VET STUDENTS – WHY ALTERNATIVE APPROACHES ARE NEEDED This presentation explores the mismatch between students’ high interest in financial literacy and their limited knowledge, as identified through a survey of 192 VET learners across four countries. The findings reveal that traditional teaching methods fail to address learners’ real-life needs and contexts. The GAMI.FI.RE. project responds with a gamified approach to financial education, combining a competence framework, an e-learning platform, and a serious game. These tools promote active decision-making, role-based scenarios, and practice- oriented learning — empowering VET students to build confidenc e and essential financial skills. The GAMI.FI.RE. framework addresses four learner profiles (student, freelancer, employee, agriculturalist) and provides concrete examples of how to navigate real-world financial challenges. The serious game offers a safe environment for making financial decisions and learning from consequences. Educators also expressed strong support for this approach, with many willing to receive training and involve students in the further development of learning materials. The project demonstrates that game-based methods are not only engaging but also effective in fostering financial competence and career readiness. Keywords Financial Literacy Vocational Education and Training (VET) Gamification Alternative Pedagogies Serious Games References and Sources Gami.Fi.Re. Consortium. (2024). Gami.Fi.Re._Transnational research results.pdf. Available at: https://gamifire.eu/ OECD. (2022). PISA 2022 Financial Literacy Results. Available at: https://www.oecd.org/en/about/programmes/piaac.html RIC Novo mesto. (2024). Framework of Financial Competences for VET Students. Version V4, 13 August 2024. European Commission. (2020). European Skills Agenda for sustainable competitiveness, social fairness and resilience. Available at: https://ec.europa.eu/social/main.jsp?catId=1223 Supplementary Materials Gami.Fi.Re. project website: https://gamifire.eu/ Financial Competence Framework: https://gamifire.eu/pr1- framework-of-financial-competences/ Gami.Fi.Re. Consortium. (2024). Gami.Fi.Re._Final conference Available at: Final Conference Related projects and resources FINMAN: https://fi nmanproject.eu/ Belinda LOVRENČIČ Development and education centre Novo mesto Topliška cesta 2 8000 Novo mesto, SLOVENIA belinda.lovrencic@ric-nm.si Author: Gerard Pruim , Gear Up The Netherlands 1.2 TOOLKIT IN ACTION: BUILDING FINANCIAL LITERACY TOGETHER This presentation, "Toolkit in Action: Key components of the toolkit include: Building Financial Literacy Together," Role-specific scenarios: These provide delivered by Gerard Pruim from Gear Up, authentic, real-life financial situations outlines the Gami.Fi.Re. project's toolkit for learners. and validation system, specifically Financial competency fr amework: focusing on its application to enhance Aligned with the EU Financial financial literacy. Gear Up, a Dutch Competence Framework for Adults, it organization, specializes in innovation in defines essential knowledge and skills. education, leveraging tools like Serious games: The GAMIFIRE game gamification, digital credentials, and includes four "islands" and a mainland, open recognition to make learning visible presenting engaging scenarios for across various settings. financial decision-making. Pedagogical guidelines: Best practices The Gami.Fi.Re. toolkit aims to address the for implementing game-based growing issue of financial literacy, learning in financial education are particularly among young people in provided. vocational education and training (VET). Open Badges and validation system: The toolkit’s interactive platform offers a Digital credentials a re used to structured environment for educators to recognize and validate learning integrate financial literacy into their achievements, making informal curriculum using game mechanics and learning visible and portable. learning principles. The toolkit is structured into six modules, The toolkit aims to bridge gameplay with covering topics from an introduction to structured lesson planning, ensuring deep, financial literacy and the Gami.Fi.Re. transferable learning outcomes. The approach, to curriculum frameworks, role- game provides practice, the badge gives specific scenarios, pedagogical it value, the framework ensures quality, guidelines, assessment and validation, and the toolkit facilitates its integration and implementation with professional into teaching. development. A significant aspect of the project is the Open Badge validation system. These digital badges are awarded for learning achievements within Gami.Fi.Re. and can be shared on platforms like CVs, LinkedIn, and Europass, serving as verifiable proof of skill acquisition. The presentation highlights five specific Gami.Fi.Re. badges, each targeting different roles and Keywords financial competencies: Island Explorer: A foundational badge. Scholarly Achiever (Student): Focuses Financial literacy, on financial self-management in study Gamification, life. VET, Team Player (Employee): Addresses Curriculum development, work-life balance and income The Netherlands management. Interactive Sustainable Producer (Agriculturalist): Centers on eco-friendly decision- materials making. Independent Professional (Entrepreneur): Covers self- Financial Literacy Online employment and innovation. Toolkit References and Sources Gami.Fi.Re. Consortium. (2024). Gami.Fi.Re._Final conference Available at: Final Conference Gerard Pruim Gear Up, THE NETHERLANDS gerard@gear-up.nl Author: Nicholas Moudouros , Emphasys Centre Cyprus 1.3 INNOVATIVE TOOLS (EDUCATIONAL – SERIOUS VIDEO GAME) FOR ENHANCING FINANCIAL LITERACY The presentation “Innovative Tools Th e game encourages students to reflect (Educational – Serious Video Game) for on rea l-life choices through interactive Enhancing Financial Literacy” by Nicholas scenarios and mini-games, all while Moudouros from Emphasys Centre collecting Open Badges as tangible (Cyprus) showcased the Gami.Fi.Re. recognition of their achievements. The Game, a gamified web-based experience begins at the “Mainland Port,” educational tool developed to enhance where users create their avatar, check financial literacy and career readiness the leaderboard, and visit the in-game among young people, particularly those bank to learn financial terms. Players then from disadvantaged backgrounds. take a boat trip to their selected island, gather coins, and proceed through the The platform offers an engaging game- game by building their island and based experience structured around four answering dilemmas based on realistic fictional islands, each representing a challenges. different career pathway: Higher Education Student, Independent Th is gamified educational approach offers Professional, Agriculturist, and Company a low-threshold yet high-impact method Employee. Players navigate each island to embed financial education into VET by making financial and career decisions environments. The game mechanics aligned with their selected focus area support learners’ autonomy, stimulate (e.g., Personal Growth or Innovation), engagement, and create a saf e space to solving dilemmas, and earning points. explore personal decision-making, encouraging open conversation around finance and career planning. Keywords Financial literacy, gamification, vocational education, educational games, badges Interactive materials G amifire Game and Promotional Video References and Sources Gami.Fi.Re. Consortium. (2024). Gami.Fi.Re._Final conference Available at: Final Conference Nicholas MOUDOUROS Emphasys Centre 3 A-D P. Demetrakopoulou Str. 1090 Ag. Omologites, Nicosia, CYPRUS nicholas@emphasyscentre.com Author: Mateja Prus , Grm Novo mesto – Centre for Biotechnology and Tourism Slovenia 1.4 KEY INSIGHTS AND THE TRANSFORMATIVE IMPACT OF FINANCIAL COMPETENCIES ON VOCATIONAL EDUCATION AND TRAINING This presentation shares the experience of pilot testing the GAMI.FI.RE. game at Grm Novo mesto – Centre for Biotechnology and Tourism. The implementation focused on connecting financial literacy with real-life decision-making in vocational programs, particularly through learner profiles such as “student” and “farmer.” Students engaged with the serious game in a way that reflected their personal interests and career aspirations, making abstract financial concepts more tangible. A notable aspect of the project was the involvement of students in co-creation activities during an international workshop in Cyprus. They helped design scenarios and questions, contributing to the game's authenticity and increasing their own sense of ownership. Feedback from Slovenian students ranged from enthusiastic to reserved, with many appreciating the interactive, hands-on nature of the learning experience. The presentation concludes that financial literacy instruction becomes more effective when it is experiential, role-based, and integrated with students’ vocational identities. Recommendations for future implementation include expanding the content to additional professions, combining gameplay with group reflection, and encouraging wider school-level adoption. Keywords financial literacy, vocational education, gamification, co-creation, GAMI.FI.RE., agricultural education, student engagement Interactive materials G amifire Game and Promotional Video References and Sources GAMI.FI.RE. project materials: www.gamifire.eu Pilot testing documentation from Grm Novo mesto (internal) Student co-creation workshop in Cyprus, May 2025 OECD (2022). PISA Financial Literacy Results (contextual reference for financial competencies) Mateja PRUS Grm Novo mesto – center biotehnike in turizma Sevno 13, 8000 Novo mesto, SLOVENIA mateja.prus@grm-nm.si Author: Tadeja Arkar , RIC Novo mesto Slovenia 1.5 ADDED VALUE OF THE PROJECT – OPPORTUNITIES FOR INTEGRATING PROJECT RESULTS INTO ADULT EDUCATION AND GUIDANCE ACTIVITIES This presentation presents practical ways of In the guidance setting, we developed a applying the results of the Gami.Fi.Re. Personal financial portfolio, which allows project in adult education and guidance individuals to track their progress and plan activities. The project has proven to be a their financial future. The portfolio includes valuable tool for developing financial self-assessment, personal goals, learning literacy in adults, particularly those who face activities, monthly budget, achievements, daily challenges in balancing family life, and a future development plan. education, and financial survival. The presentation outlines several In the educational setting, we integrated the opportunities for implementing project financial game into lessons, encouraging results in practice: from basic financial discussion, self-reflection, and experiential literacy courses and public workshops to learning. We enhanced the game with individual and group counselling and additional challenge cards representing cooperation with local stakeholders. It real-life situations. These helped concludes with the idea that financial participants develop skills such as literacy is not the end goal—but a tool. A budgeting, prioritization, and problem- tool for better decisions, greater solving. independence, and an improved quality of life. Keywords financial literacy adult education guidance personal budgeting Gami.Fi.Re. Interactive Additional materials resources Gamifire Toolkit RIC Novo mesto web page References and Sources Gami.Fi.Re. project materials Practical experience from RIC Novo mesto: https://finally.splet.arnes.si/publications/ Internal tools for guidance and personal planning : https://svetovanje.acs.si/viri- in-gradivo/svetovalni-pripomocki/ Tadeja ARKAR Development and education centre Novo mesto Topliška cesta 2 8000 Novo mesto, SLOVENIA tadeja.arkar@ric-nm.si 02 BEST PRACTICES Author: Tamara Rifelj , School of Economics Novo mesto Slovenia 2.1 ACTION PLAN FOR IMPLEMENTING GAMI.FI.RE. AT THE SCHOOL OF ECONOMICS NOVO MESTO This contribution outlines the school-level implementation of the GAMI.FI.RE. project at the School of Economics Novo mesto. The project was integrated into multiple professional courses, particularly within the IKK (Integrated Key Qualifications) curriculum, with an emphasis on career planning, financial goal setting, and entrepreneurship. GAMI.FI.RE. was introduced through two workshops in May 2025, during which students engaged with the digital game and later created video advertisements to promote its value. These activities culminated in a school-wide presentation and competition in June 2025. The implementation plan highlights several local adaptations for the Slovenian context, such as using familiar terminology, simulating student employment and banking experiences, and aligning the game content with career guidance. The school also plans to support further use by other teachers through internal workshops and a digital resource-sharing platform. From September 2025 onward, the game will be incorporated into the regular curriculum and broader career orientation activities. This action plan demonstrates how GAMI.FI.RE. can be successfully embedded in everyday teaching to enhance financial literacy in a relevant and engaging way. Keywords financial literacy, GAMI.FI.RE., vocational education, curriculum integration, Slovenia, entrepreneurship, student projects References and Sources Gami.Fi.Re. project materials : www.gamifire.eu Personal implementation plan by the School of Economics Novo mesto Workshop materials and student video productions (internal documentation) Tamara RIFELJ School of economics Novo mesto Ulica talcev 3a, 8000 Novo mesto, SLOVENIA tamara.rifelj@gmail.com Author: Gerard Pruim , Gear Up The Netherlands 2.2 GAMI.FI.RE. IN PRACTICE: DUTCH VET SCHOOLS ON FINANCIAL LITERACY The presentation, "Gami.Fi.Re. in Practice: Mabel Ras, a teacher at Curio, Dutch VET Schools on Financial Literacy," emphasizes that the game sparks by Gerard Pruim of Gear Up (NL), reflection on money, values, and life discusses the application of the choices, with its flexible structure Gami.Fi.Re. project in Dutch Vocational supporting learner autonomy. Students' Education and Training (VET) schools to decisions within the game help teachers address financial literacy, particularly for understand what matters to them, making vulnerable youth. Gear Up is a Dutch it a valuable tool for initiating discussions. organization that supports innovation in The scho ol is also exploring the use of education through gamification, digital Open Badges for visible learning badges, and inclusive tools. The outcomes. presentation, delivered at a final conference on June 3, 2025, highlights The second case involves MBO Rijnland, three case studies of schools utilizing the which piloted the game with students Gami.Fi.Re. game and toolkit. A core from its Sport & Exercise program. theme connecting these schools is the Teachers observed high engagement need for "real, engaging financial and genuine reflection among students, education". who openly discussed financial behaviors and long-term ambitions. The toolkit was The first case study, Curio, a VET school in praised for being accessible, visual, and Breda, Netherlands, plans to use the low-threshold for both te achers and Gami.Fi.Re. game in its Civic Education students. A key takeaway was that "The (Burgerschap) program. game encouraged students to open up. They were suddenly talking about money in a real, honest way". The third case study focuses on Prins In conclusion, the presentation stresses Heerlijk, an inclusive VET school that that the game provides the practice, the provides work-based learning for young badge gives it value, the framework people aged 16-27 with mild intellectual ensures quality and the toolkit helps brings disabilities or behavioral challenges. it into teaching. The diverse applications Students at Prins Heerlijk follow MBO level across different VET schools demonstrate 1-2 programs in sectors such as hospitality, the Gami.Fi.Re. project's potential to retail, and care. Their ambition is to use provide engaging and practical financial Gami.Fi.Re. in a blended format, education, fostering open dialogue and combining the online game with a addressing the real-world financial physical board game developed by Gear challenges faced by students. Up. The board game encourages group reflection and interaction, offering less screen time and more peer learning, and also acts as a conversation starter for mentors to address financial stress and decision-making. Keywords Financial literacy, Gamification, VET, The Netherlands References and Sources Gami.Fi.Re. Consortium. (2024). Gami.Fi.Re._Final conference Available at: Final Conference Gerard Pruim Gear Up, THE NETHERLANDS gerard@gear-up.nl Authors: Elena Kannaouridou & Christina Kyprianou Regional technical and agricultural school of Famagusta – Avgorou Cyprus 2.3 GAMI.FI.RE. IN PRACTICE: CYPRIOT VET SCHOOL ON FINANCIAL LITERACY The presentation “Gami.Fi.Re. in Practice: The teachers also developed and tested Cypriot VET School on Financial Literacy” a unique dilemma activity where students by Elena Kannaouridou and Christina acted as construction company owners Kyprianou from the Regional Technical facing a budget overrun just before and Agricultural School of Famagusta – project delivery. This interactive case Avgorou (Cyprus), highlights the school’s challenged learners to evaluate financial implementation of the Gami.Fi.Re. project options, such as taking out loans, as part of the Erasmus+ KA220-VET reducing wages, or using savings, helping initiative. This case study focuses on them understand the consequences of empowering students through a gamified financial decisions in professional settings. approach to financial literacy tailored to vocational education. Student reflections showed increased engagement, critical thinking, and The implementation phase took place motivation. The participating students from 21–23 May 2025, with participation appreciated how the gamified format from students in the Computer Science connected financial principles with their and other vocational paths. Teachers future careers. developed custom lesson plans inspired by the Gami.Fi.Re. game, contextualized The game’s accessibility and flexibility to students’ fields. Examples included supported a variety of learning styles and scenarios where students role-played as needs, promoting te amwork and owners of a computer repair shop, independent learning alike. As a modern employees in a software development and relevant educational tool, firm, and agriculturists focused on Gami.Fi.Re. was recognized for integrating aromatic plants. financial literacy, digital competence, and employability skills into VET curricula. Keywords Financial literacy, gamification, vocational education Cyprus VET schools lesson plans References and Sources Gami.Fi.Re. Consortium. (2024). Gami.Fi.Re._Final conference Available at: Final Conference Regional Technical and Agricultural School, Famagusta - Avgorou, Politechniou 45, P.O. Box 31001, 5515, Ammohostos - Avgorou, CYPRUS Elena KANNAOURIDOU: elena.kannaouridou@hotmail.com Christina KYPRIANOU: cjkypria@windowslive.com Conference recording Available at : https://youtu.be/myn5E5h3vhg L0 S 1- 3- 02 : 2 er b um N ct je ro P n. ei er th ed in a nt co n tio a rm fo in e th of e d a m e b y a m ch hi w se u ny r a fo le sib on sp Thank You re ld he e b ot nn ca n io iss m om C e th This paper and the wider outcomes of the Gami.Fi.Re. nd , a project would not have been possible without the rs ho ut dedicated collaboration of partners from Slovenia, the a e th Netherlands, Italy, and Cyprus. Special thanks go to the of y nl s o VET students, educators, and educational leaders who ew vi generously shared their insights and helped shape the e th ct project’s direction. We would also like to acknowledge fle re ch the support of the Erasmus+ Programme of the European hi w s, Union for enabling innovative educational initiatives that nt te on promote lifelong learning, equity, and inclusion. c he f t t o en We express sincere appreciation to the teams at RIC m se or Novo mesto, Emphasys Centre, PRISM Impresa Sociale, d en n and Gear Up for their vision, expertise, and commitment a te itu throughout the project. Your collective effort has st on c brought financial literacy education one step closer to ot s n oe the real needs of young learners across Europe. d n tio a lic ub p is th Contact Information of n tio uc d ro p e th Phone +386 7 393 45 50 Social Media @gami_fi_re or t f or Website www.gamifire.eu Address Topliška cesta 2, p up s s 8000 Novo mesto, SLOVENIA Email tina.krzisnik@ric-nm.si n’ io iss m 8 om 8E C31 n 2A Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily ea-D p ET ro V 0-reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Eu e 22 Union nor the EACEA can be held responsible for them. Th KA